Child Socialization and Education: Innovative Open Education--Its Goals and Values and Their Reflection in Primitive Child Socialization.

McNelly, Geraldine Day

The research compares two open education programs in New York City (one in a private school, one a public school) from 1970 to 1976. Both programs stressed decentralization of the classroom into interest areas, individually created learning materials, and participation by children in decisions regarding use of time and space. The purpose of the study was to determine what conditions in structure and attitude are required for open education programs. The research involved classroom observation to determine to what degree open education goals were being fulfilled. Research also entailed extensive interviews with teachers, parents, children, and the administration to determine attitudes, values, and roles in the open education environment. Findings indicated that the program in the public schools diminished in status and was less popular in 1976 than in 1970. Reasons for decline included diminished support among adults, lack of funding, inadequate teacher background, a traditional school environment, and negative teacher attitudes toward innovation. In the private school, on the other hand, the open education program prospered during the period under study due to a high degree of acceptance of open education goals among parents, teachers, and students; adequate financing; a non-bureaucratic structure; familiarity among teachers with the literature of primitive socialization and open education methods; and an environment conducive to decentralized activities. It is concluded that open education programs will succeed if teachers are well-trained in open education methods and if there is adequate funding, cooperation among parents, teachers, and students, and a decentralized physical environment. (DB)